Reflection on the potatoes activity week 3 homework -
1. How did you feel when you learned you couldn’t use the potato’s number in your description?
Nothing much. I found it more intresting to describe and explain aspects of your potatoe rather than say there number.
2. Did you find it easier or harder to write in a group and why?
Harder people argued about what should be said about the potatoe but we eventually all agreed and we ended up giving a brief but detailed description.
3. Describe the different methods used in your group to describe the potato, and explain which were the most effective and why. We used descriptive words and terms to explain certain parts of the poatoe. We also couted the indentations and spots on the potatoe and used that in our description.
4. What ‘roles’ did you observe being undertaken in your group? We did not take specific roles we all inputed on the description and combined each others descriptions to make the description given to the class.
5. Describe the multiple intelligences used by yourself and others in your group during this activity. How well did your group make use of these different intelligences to achieve its goal? The multiple intelligences used by my group included interpersonal; ability to work co-operatively and to communicate with others
logical; ability to recognise patterns and connections.
6. Describe how your group worked together as a team. What qualities would a group have to make a ‘good team’ for this activity? We worked as a good team because no one was left alone. Every member contributed to the description of the potatoe and we all got along very well.
7. What difficulties arose during each part of the activity (describing and ‘choosing the correct potato’)? Why did these problems arise? The potatoes were all very similar in size, some looked exactly the same. People were also grabing potatoes and looking at them with there group thus blocking others view to see and pick a potatoe, this problem occured because certain people were sellfish and did not want any other team to win or pick the potatoe they had.
8. In retrospect, what else could your group have done to improve its performance in describing and selecting a potato? We could have listened more clearly, although i think my team went quite well in this activity.
9. In what other way(s) could you have behaved within the group to assist with the task? Explain, as clearly as you can, why you chose not to behave in this way during the activity?
I was talking quite a bit but i was also viewing and helping pick the potatoes. But next the talking will have to stop if we want to win.
Who Owns Melbourne and Why? The Ethics of Land Rights in our City 5. Why did the British want to settle Melbourne in the first place?
British wanted to settle in Melbourne based on the European idea of ownership of land and legal contracts. Ownership of land was unknown to the indeginous people of Australia because they believed that nothing was theres but everything was theres(SHARING).
6. How was land in Melbourne obtained by its founders? Explain. John batman tricked the aboriginals into handing over there land. Batman went and confronted the Indigenous people asking for there land, the indigenous people unable to understand thought that he was asking them to be invited into there land. Batman was handed a handful of dirt, this was how indigenous people showed acceptance to there land. Batman now owned the land under British law.
7. Was Batman’s Treaty successful? Explain.
Yes Batmans treaty was succesful, he owned what is now Melbourne, but in doing so, he fouled the indigenous people and made many enemies in doing so. His treaty may have been succesful but it was not the right way to do that, what he did was theft.
8. After Batman and Fawkner came, how did Melburnians get their land?
9. Was the founding of Melbourne fair? Give your reasons:
The founding of Melbourne was not fair. Corupted, sellfish and manipulative people started this city and they should not be seen as the founders of Melbourne. The indigenous Australian Aboriginals had there land stolen from them by foreigners. To Gain this land our founders used corupted tricks and techniques and that is not a fair way to found a city.
WEEK 5 HOMEWORK
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Breakfast
Coffee
coffee
coffee
coffee
Recess/snack
Mars bar
lcm
Batman chocolate
Batman chocolate
Lunch
Chicken and avocado sandwich
Salami and cheese sandwich
Chicken sandwich
Souvlaki, strawberries and a milkshake
Dinner
Pasta
Greek feta pita
Margareta Pizza (homemade)
Roast pork with vegies and salad
b) For each day, choose ONE of the ethical factors from Monday's lesson and write 50 words on the attitude of your food consumption. You must cover at least 3 of the factors over the 4 days. Day 1 (Tuesday): Cruelty to Animals – The way in which animals breed for food are treated is disgusting. Some animals are enclosed in tiny cages barley bigger than them with no room to move, they are feed drugs to increase their size and this causes them to have severe deformations and disabilities. These animals should not be treated this way they are living creatures, they think, they communicate and they also have feelings, the way they are treated is gross and this problem should be fixed. I don’t believe there is any problem with eating meat I just believe the animals we eat should be treated fairly, not pumped with drugs and crammed into a cage. Day 2 (Wednesday): Water consumption – the amount of water used to produce the food eaten today would be great. To reduce and gradually solve the issue of lack of water Melbourne households, companies, schools etc could cut back by e.g. installing water tanks, watering with water from the washing machine, tacking shorter showers. Day 3 (Thursday): Excessive Carbon Emissions –the carbon emissions produced to transport food would be massive. A simple solution to this problem could be to create, maintain and harvest vegetables, fruits and herbs. This would lower carbon emissions and your fruits and veggies would not cost as much as supermarket fresh produce. Day 4 (Friday): Antibiotics use for livestock – antibiotics work efficiently when used when a problem arises, animals are feed antibiotics very often and the effects of the antibiotics would not work because the animal’s body would be so use to having them. Which ultimately means the meat we eat is not as clean as we think it is.
c) Suggest some things you could make your diet more ethical USING WHAT'S AVAILABLE IN YOUR CUPBOARD or EASILY ATTAINABLE by simply replacing brands / suppliers etc. ·produce fruits, vegetables and herbs ·by products from local or nearby areas ·buy less meat, poultry and fish products ·buy free range and organic animal products
COMMUNITY SERVICE PROJECT Community service at the Ascot Vale Special School was the highlight of the Galileo program for me. The schools students make you fell so welcomed and supported and make your experience so much better and exciting. I helped one of the older students class with home crafts (cooking). I really enjoyed helping and teaching the students how to use different kitchen utensils and how to set and clean the table. They are taught these skills to ready them for later life and to make them self dependent, so they will not need constant assistance from careers or family.
Skills I have developed throughout my experience include, patience, maturity and responsibility.
The benefits of this program are great and would not be experienced during mainstream schooling. I learnt of different disabilities, how to take care of students, food preparation and hygiene, I made new friends, and have helped many students with there education and life skills.
While at the school I realized the students wanted people to talk to and interact to. So for them the program is probably more about socializing and having fun. Community service also helps them with school and life skills because there are more people in the class which are able to help more students at the one time.
Being a special school I faced many challenges. Some students would go off task and do there own thing, one girl had memory lose and every couple of seconds would go off task and I would have to get her attention and get her back on track. Some students would constantly freak out about issues they would face after leaving the school. During one class Charlie oneof the students came up to me crying and telling me that once she left the special school she would get bashed and treated like rubbish, Isat down with her and explained no one would touch and she would be fine and that she should not worry about those things. I also got distressed because one of the students in my class had down syndrome and leukemia. I sort of blocked out what she had and continued with the home crafts class. I have noticed while at the special school the students are always happy always laid back and chilled and never come to school with a sad face even with the health problems and social issues they face daily. Chris who is very physically deformed is probably one of the smartest students at the school and is also the class clown. The students think he is the funniest person ever and laugh at every joke, comment and even noise which comes out of Chris.
The community service relates back to the Galileo program and good citizenship because we are being good citizens by helping out while at community service.
Reflection on the potatoes activity week 3 homework -
1. How did you feel when you learned you couldn’t use the potato’s number in your description?Nothing much. I found it more intresting to describe and explain aspects of your potatoe rather than say there number.
2. Did you find it easier or harder to write in a group and why?
Harder people argued about what should be said about the potatoe but we eventually all agreed and we ended up giving a brief but detailed description.
3. Describe the different methods used in your group to describe the potato, and explain which were the most effective and why.
We used descriptive words and terms to explain certain parts of the poatoe. We also couted the indentations and spots on the potatoe and used that in our description.
4. What ‘roles’ did you observe being undertaken in your group?
We did not take specific roles we all inputed on the description and combined each others descriptions to make the description given to the class.
5. Describe the multiple intelligences used by yourself and others in your group during this activity. How well did your group make use of these different intelligences to achieve its goal?
The multiple intelligences used by my group included interpersonal; ability to work co-operatively and to communicate with others
logical; ability to recognise patterns and connections.
6. Describe how your group worked together as a team. What qualities would a group have to make a ‘good team’ for this activity?
We worked as a good team because no one was left alone. Every member contributed to the description of the potatoe and we all got along very well.
7. What difficulties arose during each part of the activity (describing and ‘choosing the correct potato’)? Why did these problems arise?
The potatoes were all very similar in size, some looked exactly the same. People were also grabing potatoes and looking at them with there group thus blocking others view to see and pick a potatoe, this problem occured because certain people were sellfish and did not want any other team to win or pick the potatoe they had.
8. In retrospect, what else could your group have done to improve its performance in describing and selecting a potato?
We could have listened more clearly, although i think my team went quite well in this activity.
9. In what other way(s) could you have behaved within the group to assist with the task? Explain, as clearly as you can, why you chose not to behave in this way during the activity?
I was talking quite a bit but i was also viewing and helping pick the potatoes. But next the talking will have to stop if we want to win.
Who Owns Melbourne and Why?
The Ethics of Land Rights in our City
5. Why did the British want to settle Melbourne in the first place?
British wanted to settle in Melbourne based on the European idea of ownership of land and legal contracts. Ownership of land was unknown to the indeginous people of Australia because they believed that nothing was theres but everything was theres(SHARING).
6. How was land in Melbourne obtained by its founders? Explain.
John batman tricked the aboriginals into handing over there land. Batman went and confronted the Indigenous people asking for there land, the indigenous people unable to understand thought that he was asking them to be invited into there land. Batman was handed a handful of dirt, this was how indigenous people showed acceptance to there land. Batman now owned the land under British law.
7. Was Batman’s Treaty successful? Explain.
Yes Batmans treaty was succesful, he owned what is now Melbourne, but in doing so, he fouled the indigenous people and made many enemies in doing so. His treaty may have been succesful but it was not the right way to do that, what he did was theft.
8. After Batman and Fawkner came, how did Melburnians get their land?
9. Was the founding of Melbourne fair? Give your reasons:
The founding of Melbourne was not fair. Corupted, sellfish and manipulative people started this city and they should not be seen as the founders of Melbourne. The indigenous Australian Aboriginals had there land stolen from them by foreigners. To Gain this land our founders used corupted tricks and techniques and that is not a fair way to found a city.
WEEK 5 HOMEWORK
Day 1 (Tuesday): Cruelty to Animals – The way in which animals breed for food are treated is disgusting. Some animals are enclosed in tiny cages barley bigger than them with no room to move, they are feed drugs to increase their size and this causes them to have severe deformations and disabilities. These animals should not be treated this way they are living creatures, they think, they communicate and they also have feelings, the way they are treated is gross and this problem should be fixed. I don’t believe there is any problem with eating meat I just believe the animals we eat should be treated fairly, not pumped with drugs and crammed into a cage.
Day 2 (Wednesday): Water consumption – the amount of water used to produce the food eaten today would be great. To reduce and gradually solve the issue of lack of water Melbourne households, companies, schools etc could cut back by e.g. installing water tanks, watering with water from the washing machine, tacking shorter showers.
Day 3 (Thursday): Excessive Carbon Emissions –the carbon emissions produced to transport food would be massive. A simple solution to this problem could be to create, maintain and harvest vegetables, fruits and herbs. This would lower carbon emissions and your fruits and veggies would not cost as much as supermarket fresh produce.
Day 4 (Friday): Antibiotics use for livestock – antibiotics work efficiently when used when a problem arises, animals are feed antibiotics very often and the effects of the antibiotics would not work because the animal’s body would be so use to having them. Which ultimately means the meat we eat is not as clean as we think it is.
c) Suggest some things you could make your diet more ethical USING WHAT'S AVAILABLE IN YOUR CUPBOARD or EASILY ATTAINABLE by simply replacing brands / suppliers etc.
· produce fruits, vegetables and herbs
· by products from local or nearby areas
· buy less meat, poultry and fish products
· buy free range and organic animal products
COMMUNITY SERVICE PROJECT
Community service at the Ascot Vale Special School was the highlight of the Galileo program for me. The schools students make you fell so welcomed and supported and make your experience so much better and exciting. I helped one of the older students class with home crafts (cooking). I really enjoyed helping and teaching the students how to use different kitchen utensils and how to set and clean the table. They are taught these skills to ready them for later life and to make them self dependent, so they will not need constant assistance from careers or family.
Skills I have developed throughout my experience include, patience, maturity and responsibility.
The benefits of this program are great and would not be experienced during mainstream schooling. I learnt of different disabilities, how to take care of students, food preparation and hygiene, I made new friends, and have helped many students with there education and life skills.
While at the school I realized the students wanted people to talk to and interact to. So for them the program is probably more about socializing and having fun. Community service also helps them with school and life skills because there are more people in the class which are able to help more students at the one time.
Being a special school I faced many challenges. Some students would go off task and do there own thing, one girl had memory lose and every couple of seconds would go off task and I would have to get her attention and get her back on track. Some students would constantly freak out about issues they would face after leaving the school. During one class Charlie oneof the students came up to me crying and telling me that once she left the special school she would get bashed and treated like rubbish, Isat down with her and explained no one would touch and she would be fine and that she should not worry about those things. I also got distressed because one of the students in my class had down syndrome and leukemia. I sort of blocked out what she had and continued with the home crafts class. I have noticed while at the special school the students are always happy always laid back and chilled and never come to school with a sad face even with the health problems and social issues they face daily. Chris who is very physically deformed is probably one of the smartest students at the school and is also the class clown. The students think he is the funniest person ever and laugh at every joke, comment and even noise which comes out of Chris.
The community service relates back to the Galileo program and good citizenship because we are being good citizens by helping out while at community service.